An investigation planner is a scaffold that supports students to plan, conduct, record and represent data and information. The Primary Connections teaching sequences provide 'Resource sheets' that can be used for the Inquire phase investigations in individual teaching sequences. The flexibility of the LIA Framework allows teachers to adapt the number of inquiry cycles during the Inquire phase. The investigation planner provides support in the development of new investigations to support student learning.

Prior to using the investigation planner

The investigation planner is most useful when students have identified a science question that they want to answer. The Primary Connections pedagogical toolbox contains tools that support students to write questions for investigation and to conduct a fair test.

Planning an investigation

The investigation planner encourages students to bring all their planning into a single document. It guides them to identify the question and predict the outcome of the investigation. Once they have identified the variables, students need to plan the equipment and procedure that they will use.

The teacher's role will depend on the age and stage of the students. Students who are new to investigations will require the teacher to guide them through the planning process and demonstrate the techniques and procedures that will be used. This may occur in the earlier stages of the Inquire phase.

As students progress through the teaching sequence, the Investigation Planner provides a reminder of the key elements of planning and conducting investigations. The teacher's role is to ask questions that clarify the procedures being used and the results that are obtained.

After the investigation

Following the investigation, students will need to represent their results. This will allow them to make claims that are supported by evidence and reasoning. This will facilitate evidence-based discussions.

Discuss with your colleagues

• Share a recent example of an investigation your students conducted. Discuss what went well and what challenges arose in planning or recording.
• Discuss how a teacher's role shifts depending on students’ age, experience, or confidence with scientific inquiry.
• Discuss how the Investigation Planner might be adapted to suit our current or future science investigations.